Previous research – Critical Mathematics Education and Climate Change

Keywords from previous research

Table 1 presents keywords from previous research which has been valuable for this PhD-study. The overview does not attempt to make an exhaustive list of research, rather an insight. The majority of the publications examples is based on the reference-list from the four papers or this thesis. The Keywords provide a short presentation, while Publications refers to research relevant for this PhD-study. The rows are partly divided after thematic content; however, multiple overlaps exist.

Table 1. Previous research relevant to this PhD-study.

Keywords	Publications (examples)
Philosophy of CME, socio-political issues, critical citizenship, formatting power of mathematics, mathemacy, reflective knowing, critique, democratic competencies, landscape of investigation.	Alrø and Skovsmose (2002); Greer and Skovsmose (2012); Ravn and Skovsmose (2019a, 2019b); Skovsmose (1990, 1992, 1994, 1998, 2000, 2006, 2008a, 2008b, 2011a, 2011b, 2012a, 2012b, 2014a, 2014b, 2015, 2016); Skovsmose and Greer (2012); Skovsmose, Valero, and Christensen (2009)
Social justice, ethics, values, empowerment, social outcomes of ME, philosophy, socio-political, ethical, response-able, ethical responsible ME.	Abtahi, Gøtze, Steffensen, Hauge, and Barwell (2017); Atweh (2004, 2012); Atweh and Brady (2009); Ernest (2002, 2007, 2009a, 2009b, 2010, 2012, 2015)
Critical dialogues in ME, IQ-model, inquiry-based dialogues, critical mathematical argumentation, agency, socio-political issues, critical citizens.	Alrø and Johnsen-Høines (2010, 2012); Alrø and Skovsmose (2002, 2006); Hana, Hansen, Johnsen-Høines, Lilland, and Rangnes (2013); Herheim (2012); Herheim and Rangnes (2015, 2016); Høines, Alrø, and Fosse (2012); Høines and Herheim (2016); Rangnes and Herheim (2019)
Socio-political ME, communication and dialogues, instrumental and relation learning and understanding, power, pedagogy of dialogue and conflict, socio-political dimensions of ME, controversies.	Mellin-Olsen (1981, 1987, 1991, 1993); Mellin-Olsen and Lindén (1996); Skemp (2006); Steffensen and Rangnes (2019); Valero (2009); Valero, Andrade-Molina, and Montecino (2015); Valero and Stentoft (2010); Valero and Zevenbergen (2004); Vithal (2003, 2004, 2008); Vithal and Skovsmose (2012)
CME and sustainability, climate change, post-normal science, uncertainty, critical reflections, critical citizens, extended peer community.	Abtahi et al. (2017); Barwell (2013, 2018); Barwell and Suurtamm (2011); Hauge (2013, 2016a, 2016b); Hauge and Barwell (2015, 2017); Hauge et al. (2015); Yasukawa (2007); Yasukawa and Brown (2012); Yasukawa, Skovsmose, and Ravn (2012)
Critical mathematical (and democratic) competencies, modelling, mathematical discussions, applications of mathematics to the real world, mathematical literacy, numeracy, curricula.	Alrø and Johnsen-Høines (2016); Blomhøj (1992, 2003); Hansen and Hana (2012); Jablonka (2003, 2015); Kacerja et al. (2017); Kennedy (2018); Sikunder (2015)
Social justice, ethnomathematics, practical goals, criticalmathematical numeracy, socio-political turn, politicizing ME, theories and philosophies of ME.	D’Ambrosio (2003, 2008, 2010, 2015); Frankenstein (1998, 2010a, 2010b); Gutiérrez (2013); Sriraman and English (2010); Sriraman, Ernest, and Greer (2009); Sriraman, Roscoe, and English (2010)
Social justice, reading and writing the wor(l)d with mathematics, critical mathematics discourse.	Brantlinger (2011, 2014); Gutstein (2003, 2006, 2012)
Critical literacy, critical consciousness, education for hope, critical reflection, discussion as a way of teaching.	Brookfield (2009); Brookfield and Preskill (2005); Freire (1992, 1998, 2007); Freire and Macedo (2005)
Controversies, democratic power of discussions, political classroom, climate change, controversies, extended peer communities.	Hess (2005, 2009); Hess and McAvoy (2009); Hess and McAvoy (2014); Hulme (2009, 2010)
Citizenship, education in crisis, war on youth, teachers as transformative intellectuals, schooling as democracy, democracy more than elections.	Banks (2008); Chomsky (2003); Cogan, Morris, and Print (2013); Dewey (2011); Giroux (1989, 2008, 2011, 2013); Marshall (1950)
STEM integration, transdisciplinary, mathematics role in STEM, responsive ME, critical issues.	English (2015, 2016a, 2016b, 2017); Greer (2009a, 2009b, 2018); Greer and Skovsmose (2012); Jorgensen and Larkin (2018); Larkin and Jorgensen (2018); Mukhopadhyay and Greer (2015)
Interdisciplinarity, real-world problem, problem-solving, socio-political, critical approach in STEM, ecojustice, CME, philosophy of STEM, integrated approaches.	Bybee (2013); Chesky and Wolfmeyer (2015); Jurdak (2016, 2018); Jurdak and Vithal (2018); Wolfmeyer (2013, 2018); Wolfmeyer and Lupinacci (2017); Wolfmeyer, Lupinacci, and Chesky (2017, 2018)
Interdisciplinarity, 21^st skills, responsible citizenship, science education, post-normal science, controversial topics, development of teachers, teachers background, junior STEM education.	Geiger (2019); Gray and Bryce (2006); Gray, Colucci-Gray, and Camino (2012); Jorgensen and Larkin (2018); Larkin and Jorgensen (2018); Maaß, Geiger, Ariza, and Goos (2019)
Climate change, complex problems, uncertainty, values, climate modelling, scientific consensus.	Lloyd (2018); Lloyd and Winsberg (2018); Oreskes (2018)
Post-normal science, complex challenges, extended peer community, lived experience, socio-scientific issues in science education, teachers’ development, sustainability, transdisciplinary.	Abbott and Wilson (2014); Colucci-Gray, Perazzone, Dodman, and Camino (2013); Funtowicz and Ravetz (1993, 1999, 2003, 2008); Funtowicz and Strand (2011); Gray and Bryce (2006); Ravetz (2007, 2011)

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Ernest, P. (2007). The philosophy of mathematics, values and keralese mathematics. The Montana Mathematics Enthusiast, 4(2), 174-187.

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Greer, B. (2018). STEM and the race between education and catastrophe. Paper presented at the MES10, Hyderabad, India.

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Hauge, K. H., & Barwell, R. (2015). Uncertainty in texts about climate change: A critical mathematics education perspective. Paper presented at the Proceedings of the Eighth International Mathematics Education and Society Conference, Portland, OR.

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Herheim, R. (2012). Pupils collaborating in pairs at a computer in mathematics learning: Investigating verbal communication patterns and qualities. In: The University of Bergen.

Herheim, R., & Rangnes, T. E. (2015). Mathematical agency in a traffic safety project. Paper presented at the NORMA 14, Turku.

Herheim, R., & Rangnes, T. E. (2016). Kritisk-matematisk argumentasjon og agens [Critical-mathematical argumentation and agency]. In R. Herheim & M. Johnsen-Høines (Eds.), Matematikksamtaler: Undervisning og læring – analytiske perspektiv [Mathematical conversations: teaching and learning – analytical perspectives]. Bergen: Caspar forlag.

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Høines, M. J., & Herheim, R. (2016). Matematikksamtaler: Undervisning og læring – analytiske perspektiv. Bergen: Caspar forlag.

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Maaß, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The Role of Mathematics in interdisciplinary STEM education. ZDM, 1-16.

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Mukhopadhyay, S., & Greer, B. (2015). Cultural responsiveness and its role in humanizing mathematics education.

Oreskes, N. (2018). The scientific consensus on climate change: How do we know we’re not wrong? In E. A. Lloyd & E. Winsberg (Eds.), Climate Modelling: Philosophical and Conceptual Issues (pp. 31-64). Cham: Springer International Publishing.

Rangnes, T. E., & Herheim, R. (2019). Lærers tilrettelegging for elevers argumenter og agens [Teachers’ facilitation of students’ arguments and agency]. In K. M. R. Breivega & T. E. Rangnes (Eds.), Demokratisk danning i skolen. Tverrfaglige empiriske studier [Democratic bildung in school. Interdisciplinary empirical studies]. Oslo: Universitetsforlaget.

Ravetz, J. (2007). Post-normal science and the complexity of transitions towards sustainability. Ecological complexity, 3(4), 275-284.

Ravetz, J. (2011). Postnormal science and the maturing of the structural contradictions of modern European science. Futures, 43(2), 142-148. doi:10.1016/j.futures.2010.10.002

Ravn, O., & Skovsmose, O. (2019a). Beyond the Neutrality of Mathematics. In O. Ravn & O. Skovsmose (Eds.), History of Mathematics Education. Connecting Humans to Equations: A Reinterpretation of the Philosophy of Mathematics (1st ed. 2019. ed., pp. 151-162).

Ravn, O., & Skovsmose, O. (2019b). Connecting Humans to Equations A Reinterpretation of the Philosophy of Mathematics. Cham, Switzerland: Springer.

Sikunder, A. (2015). Critical mathematical competence for active citizenship within the modern world. Paper presented at the Mathematics education and society, Portland, Oregon.

Skemp, R. R. (2006). Relational Understanding and Instrumental Understanding. Mathematics Teaching in the Middle School, 12(2), 88-95.

Skovsmose, O. (1990). Reflective knowledge: Its relation to the mathematical modelling process. International Journal of Mathematical Education in Science and Technology, 21(5), 765-779. doi:10.1080/0020739900210512

Skovsmose, O. (1992). Democratic competence and reflective knowing in mathematics. For the Learning of Mathematics, 12(2), 2-11. Retrieved from http://www.jstor.org/stable/40248044

Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordrecht: Springer.

Skovsmose, O. (1998). Linking mathematics education and democracy: Citizenship, mathematical archaeology, mathemacy and deliberative interaction. ZDM, 30(6), 195-203.

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